Spine biomechanics associated with the shortened,modern one-plane golf swing

The purpose of this study was to compare kinetic, kinematic, and performance variables associated with full and shortened modern backswings in a skilled group of modern swing (one-plane) golfers. Shortening the modern golf backswing is proposed to reduce vertebral spine stress, but supporting evidence is lacking and performance implications are unknown. Thirteen male golfers performed ten swings of each swing type using their own 7-iron club. Biomechanical-dependent variables included the X-Factor kinematic data and spine kinetics. Performance-related dependent variables included club head velocity (CHV), shot distance, and accuracy (distance from the target line). Data were analysed with repeated measures ANOVA with an a priori alpha of 0.05 (SPSS 22.0, IBM, Armonk, NY, USA). We found significant reductions for the X-Factor (p < 0.05) between the full and shortened swings. The shortened swing condition ameliorated vertebral compression force from 7.6 ± 1.4 to 7.0 ± 1.7 N (normalised to body weight, p = 0.01) and significantly reduced CHV (p < 0.05) by ~2 m/s with concomitant shot distance diminution by ~10 m (p < 0.05). Further research is necessary to examine the applicability of a shortened swing for golfers with low back pain.     

Learning Environment and its Association with Student Satisfaction Among Mathematics Students in Brunei Darussalam

This article reports a study of lower secondary mathematics classroom learning environment in Brunei Darussalam and its association with students' satisfaction with learning mathematics among a sample of 1565 students from 81 classes in 15 government secondary schools. Students' perceptions of the classroom learning environments were assessed with a version of the My Class Inventory (MCI) that had been modified for the Brunei context. The study revealed a satisfactory factor structure for a refined three-scale version of the MCI assessing cohesiveness, difficulty and competition. This finding is noteworthy because the factorial validity of the MCI has not previously been established in past research in other countries. Also each scale displayed satisfactory internal consistency reliability and discriminant validity and was able to differentiate between the perceptions of students in different classes. A one-way MANOVA revealed that students generally perceived a positive learning environment in mathematics classes. Also the study supported earlier research suggesting that boys and girls hold different perceptions of the same classroom learning environments. Relationships between student satisfaction and classroom environment were investigated using simple and multiple correlation analyses, using both the individual student and class mean as units of analysis. Associations between satisfaction and the learning environment were statistically significant both at student and class levels for most MCI scales. This revised version was published online in August 2006 with corrections to the Cover Date.     

Development,validation and application of a modified Arabic translation of the What Is Happening In this Class? (WIHIC) questionnaire

This article reports the development, translation, validation and application of a modified Arabic version of a modified form of the What Is Happening In this Class? (WIHIC) questionnaire. When parallel Arabic and English versions of this questionnaire were field tested with a sample of 763 college students in 82 classes, the WIHIC exhibited sound factorial validity and internal consistency reliability for both its actual and preferred forms, and the actual form differentiated between the perceptions of students in different classrooms. Comparison of students’ scores on actual and preferred forms of the questionnaires revealed that students preferred a more positive classroom environment on all scales.     

The Role of Media Use in the Recall Versus Recognition of Political Knowledge

A knowledgeable electorate is one of the fundamental assumptions of a healthy democracy, and yet studies consistently find the public underperforms in tests of political knowledge. In addition, television news exposure is often poorly associated with political knowledge. Explanations for this include the kinds of knowledge measured. Using an experiment nested in a national survey, this study finds television news exposure is a significant predictor of recognition knowledge while exposure to news via the Internet is a predictor of recall knowledge.     

Competition and the adjustment of gifted children: A matter of motivation

Although there are several reasons to predict that intellectually gifted children have different attitudes toward, experiences with, and opportunities for competition, the research literature on this topic is extremely limited. In this article, we review the literature and discuss an important distinction between task‐oriented competitive behavior, which is motivated by a desire to improve performance, and other‐referenced competitive behavior, which is motivated primarily by a desire to outdo an opponent. The implications of these competitive styles with regard to the academic achievement and social adjustment of gifted youngsters is explored and some suggestions for educators and parents are provided.     

Educational orientations of college students: A typological analysis

Previous research on student typological models has centered on undergraduates' general philosophies of higher education. This study focused on students' more specific views of the purposes of education, desired teaching-learning arrangements, and roles with faculty in academic decision-making. Undergraduates (N = 3,628) completed the Student Orientations Survey, and orientation scale scores were used in a multidimensional typological analysis. Five distinct student learner profiles were identified; coefficients of group homogeneity and between-groupF's supported the uniqueness of each group profile. Discussion centered on various implications for postsecondary institutions regarding the use of a typological scheme premised on student orientations and learning preferences.Presented at the American Educational Research Association Conference, March 28, 1978.     

On Explaining Change in School Subjects

Drawing on a recent empirical study of curriculum change in English secondary school mathematics, an attempt is made to develop a model for analysing how and why changes occur in the legitimacy of particular definitions of secondary school mathematics and science subjects. Specifically, the author seeks to articulate various insights from the work of Kuhn, Bucher & Strauss, Archer and Bhaskar in a manner which allows structural and interactional perspectives to be simultaneously brought to bear on the phenomenon of subject redefinition. Material from the empirical study is used, where appropriate, both to illustrate and support the arguments presented in favour of the model.